Qualidade da educação no periódico Cadernos de Pesquisa (2018-2022)
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Data
2023-12-14
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Universidade Federal de Goiás
Resumo
This work is part of the research line “Fundamentals of Educational Processes”, of the
Programa de Pós-Graduação em Educação at the Faculty of Education of the Universidade
Federal de Goiás (UFG). It adopts the guidelines of bibliographical research (Gil, 2002;
Lima, Mioto, 2007; Severino, 2016) to understand how the theme of quality of education is
conceived in articles published in the journal Cadernos de Pesquisa between the years
2018 to 2022. Part- from the study of Marx's work (2017) on work as a founding category
of human sociability, (Gentili, 1995; Enguita, 1995; Freitas, 2018; Dourado, Oliveira, 2011)
on the quality of education. In the first section, there is a resumption of what neoliberalism
is and how it entered school education through the replacement, in discourses about
education, of the defense of quality based on the democratization of access to public
schools to the quality of education in increasingly more focused on market interests,
towards understanding business logic and its consequences in discourses on the quality of
education. The second section presents a brief reflection on how the idea of quality in
education was developed in Brazil, followed by a discussion on the concept of quality from
a business perspective. The third section presents the analysis of articles selected in the
Cadernos de Pesquisa magazine that directly or indirectly mentioned the discussion on the
quality of education in the period between 2018 and 2022. As a result, the quality of
education appeared linked to themes related to educational inequality, performance and
school, ethnic-racial issues, among others. Concern about evaluating the quality of early
childhood education has shown to have intensified in recent publications, something that
could already be observed in a milder way in previous years. Student assessment, very
present in other stages of education, can now be seen as a concern in early childhood
education as well. It is necessary that the concept of quality of education is not restricted
only to results in tests and large-scale assessments that blame students, teachers and
schools for their results without delving into the socio-historical and cultural conditions that
permeate everyday school life.